An edge over competitors Drawing on collective strengths

Matt Durnin, Regional Head of Research and Consultancy, East Asia

Competitor landscape

0100,000200,000300,000400,000500,000600,000700,000800,000900,000

1,000,000 USA

UK

Australia

Canada

International HE enrolments

Sources: HESA, IIE, AusTrade, Citizenship & Immigration Canada

Note: Numbers refer to total HE enrolments. US data excludes OPT. Full-year data for Australia is matched against other countries’ data for the academic

year starting in that year (e.g. Australia 2014 is matched against UK/US/CA 2014-15).

Competitor landscape

Australia Graduates who have completed a degree, diploma or certain trade qualifications which involved studying in Australia for at

least two years are eligible for work visas from 1.5 to 4 years, depending on the level of qualification obtained.

Canada

Graduates who have completed a full-time post-secondary course which involved studying in Canada for at least two years

are eligible for a 3-year post-graduation work permit

Graduates who have studied in Canada for at least 8 months but less than two years are entitled to a post-graduation work

permit lasting for the same amount of time as they have studied in Canada.

New Zealand

Graduates who have completed any higher education course which involved studying in New Zealand for at least two years,

or at studying in New Zealand at level 7 (final year of bachelor’s degree) or higher for at least one year, are eligible for a 1-

year post-study work visa, which allows them to work in any field.

If the position is related to their qualification, graduates are also eligible for a further 2-year post-study work visa, or 3 years

for graduates working towards membership of certain professional associations.

US

Graduates who have completed a full-time degree, diploma or certificate at an authorised institution are eligible for 1 year of

post-study work. Graduates of most STEM programmes can extend this for a further 17 months (proposals are being

considered to increase from 17 months to 2 years).

Competitor landscape

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

20

03

/04

20

04

/05

20

05

/06

20

06

/07

20

07

/08

20

08

/09

20

09

/10

20

10

/11

20

11

/12

20

12

/13

20

13

/14

20

14

/15

20

15

/16

Indian HE enrolments in the US

Optionalpracticaltraining

Non-degree

Postgraduate

Undergraduate0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000Indian HE enrolments in the UK

PG

UG

Competitor landscape

0

50,000

100,000

150,000

200,000

250,000

300,000

Chinese HE enrolments in the UK

PG

UG

0

50,000

100,000

150,000

200,000

250,000

300,000

Chinese HE enrolments in the US

PG

UG

Sources: HESA, IIE

Competitor landscape

-20%

-10%

0%

10%

20%

30%

40%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Market share M

ark

et gro

wth

US

Nigeria

Romania

HK

China

India

Sources:

Competitor landscape

No. of students to the UK (log)

Circle size corresponds to total outbound student market size

UK

HE

mar

ket s

hare

lo

w

Brunei

Cambodia East Timor Indonesia

Laos

Malaysia

Myanmar (Burma)

Philippines

Singapore

Thailand

Vietnam

high

Increasing mobility from East Asia will require growing the size of the pie or the size of the slice

Better Together - The story from Scotland

An edge over the competition

Best practice from Scotland

Better together

Vice Captain Captain UKVI/Govt

British Council Universities Scotland

Scottish Government

BUILA

Scottish Universities International Group

International Committee

The competitive edge

PLAYING NICE How working collaboratively can mean everybody wins

Recruitment in South Korea

Historically a very US-focused market. Most international schools looking to North America for progression. Excellent fairs, but declining attendance and failing to steal share.

Back in the day…

Lots of individual visits to schools, usually around the same time (BC/agent fairs). Most school counsellors from US, unfamiliar with UK and believe students aren’t interested either. Tend to be shoved into a corridor during lunch break and “if students are interested they’ll come see you”.

Consequences

Frustrated counsellors. Tiny proportion of students engaged with. No incremental interest in UK. Everyone competing for a small pool of prospects. Gradual erosion of my will to live.

The Beginnings of BUISK

Started with one school (and someone else’s idea!). Agreed capacity and date with counsellor. Unis invited on first come, first served basis. Excellent attendance.

Growth

Used success from first school to persuade others to do the same. Unis brought in their own existing schools relationships. Varying response and speed of engagement. But always better than going it alone.

Lessons learned

Have someone lead at the beginning. Engagement of counsellor vital to success. Push to get the timings you want. Represent the whole sector including relevant niches.

Style of Leadership

Lessons learned

Have someone lead at the beginning. Engagement of counsellor vital to success. Push to get the timings you want. Represent the whole sector including relevant niches.

Where else would this work?

Consider where growth is likely to come from stealing share from other countries, not stealing from each other. • South and Central America? • Japan? • Taiwan? Consider working towards events with US or Australia (NOT Europe!)

Australia vs UK Keith Johnstone Commonwealth Tragic| December 2016

Outline

• Similarities • What both countries do poorly • Who has the bleeding edge? • How best to minimise that edge

Similarities

- Organisation of systems

- Government reducing financial support

- Too many international agreements

- Broadly similar mechanisms to support research

- Industry engagement

Both do poorly

- Siloed approaches internally

- Promoting the university as a civil society leader – and general public relations & advocacy

- Slow to expand into online & blended learning

- Unclear strategy in the USA & Western countries

The bleeding edge…

- Government support incl. funding & post study work rights

- Governance, managing change & budgets

- Strategy (deeper recognition of international relations)

- Promoting student entrepreneurship

- Sun, sand & surf

But…she’ll be right…if…

• Investment NOT Austerity

• Be strategic

− Think long term as well as short term

− Reignite Britain’s excellent public diplomacy

− Highlight the better cost of living in the UK

− Actively steal Australian & NZ students

• Go for scale

• Be prepared, embrace change, take risks and be

nimble

Thanks!

Keith Johnstone, Director of International Relations & Development

University of Southampton

Email: k.a.johnstone@southampton.ac.uk

LinkedIn: https://uk.linkedin.com/in/kajohnstone